What's Required What To Do The student with visual impairments may experiencechallenges with: wFatigue from visually attending wDisorganization, inattentiveness, and distractibility wDouble vision or involuntary crossing of eyes wTasks requiring eye-hand coordination or depth perception deficits wPeripheral vision w Ability to adjust to changes in lighting, such as coming from the outside sunlight to the indoors wSensitivity to light or experience frequent headaches w Discrimination of different colors wSeeing and interpreting subtle facial expressions or body language w Ability to organize and understand measurement concepts and problems involving logic
Instructional Accommodations: wProvide preferential seating wUse large print textbooks, enlarged worksheets and supplementary materials wProvide Braille textbooks, worksheets and supplementary materials wProvide auditory texts wAllow use of Braille note taker and printer wUse Kurzweil software to provide recorded copies of text and to pair recorded materials with written materials wGive shortened assignments/extended time for assignments/reduced writing assignments. wAllow the student to mark on worksheets rather than copy them wAllow the student to mark responses on actual worksheet or test instead of separate answer sheet wAllow the student to mark on the test booklet for standardized testing, and have answers transcribed wProvide the student with a desk copy of pertinent distance materials (i.e. board work or overheads) wVerbalize chalkboard and overhead presentations for the student wAllow use of bold-lined paper with a black felt tip pen wAllow use a high intensity lamp for all reading assignments and desk work wAllow use of CCTV (closed circuit television), magnifier, or monocular for reading tasks wProvide oral tests and/or allow the student to give oral or taped responses wAllow use of a typo scope or bookmarker to track a line of print wProvide clear, uncluttered worksheets wProvide a physical model (e.g., for headings on paper, indentation, skipping lines, etc.) of assignments/ expectations
wProvide tactual maps and diagrams w
A representative from the Services for Students with Visual Impairments must participate in ARD/IEP meetings for students with visual impairments.
Allow use of sunglasses, cap or visor when outdoors/indoors
Auditory Impairment
The student with an auditory impairment may experience challenges with: w Verbal directions w Vocabulary w Spelling w Note taking w Usage of correct speech and language
Instructional Accommodations: w Provide preferential seating and reduce extraneous background noises w
Provide amplification devices recommended by the ARD/IEP committee w Provide note taking assistance w Provide visual cues to present information, (i.e., overheads, drawings, maps, demonstrations, videos, etc.) w Preview visual cues before presenting during instruction w Provide notes, outlines and/or summaries of assignments w Highlight key points and paragraphs w Highlight or underline directions w Provide peer tutor/buddy, as appropriate w Position the speaker to allow for direct line of sight when talking to the student w Repeat or paraphrase what is said by other students w Pre-teach and simplify vocabulary before instruction w
A representative from the Services for Students with Hearing Impairments must participate in ARD/IEP meetings for students with auditory impairments.
Provide sign language interpreter or Communication Access Realtime Translation (CART), if recommended by the ARD/IEP committee
What's Required
What To Do
The student with visual impairments may experiencechallenges with:
w Fatigue from visually attending
w Disorganization, inattentiveness, and distractibility
w Double vision or involuntary crossing of eyes
w Tasks requiring eye-hand coordination or depth perception deficits
w Peripheral vision
w Ability to adjust to changes in lighting, such as coming from the outside sunlight to the indoors
w Sensitivity to light or experience frequent headaches
w Discrimination of different colors
w Seeing and interpreting subtle facial expressions or body language
w Ability to organize and understand measurement concepts and problems involving logic
w Provide preferential seating
w Use large print textbooks, enlarged worksheets and supplementary materials
w Provide Braille textbooks, worksheets and supplementary materials
w Provide auditory texts
w Allow use of Braille note taker and printer
w Use Kurzweil software to provide recorded copies of text and to pair recorded materials with written materials
w Give shortened assignments/extended time for assignments/reduced writing assignments.
w Allow the student to mark on worksheets rather than copy them
w Allow the student to mark responses on actual worksheet or test instead of separate answer sheet
w Allow the student to mark on the test booklet for standardized testing, and have answers transcribed
w Provide the student with a desk copy of pertinent distance materials (i.e. board work or overheads)
w Verbalize chalkboard and overhead presentations for the student
w Allow use of bold-lined paper with a black felt tip pen
w Allow use a high intensity lamp for all reading assignments and desk work
w Allow use of CCTV (closed circuit television), magnifier, or monocular for reading tasks
w Provide oral tests and/or allow the student to give oral or taped responses
w Allow use of a typo scope or bookmarker to track a line of print
w Provide clear, uncluttered worksheets
w Provide a physical model (e.g., for headings on paper, indentation, skipping lines, etc.) of assignments/ expectations
w Provide tactual maps and diagrams
w
Auditory Impairment
The student with an auditory impairment may experience challenges with:
w Verbal directions
w Vocabulary
w Spelling
w Note taking
w Usage of correct speech and language
Instructional Accommodations:
w Provide preferential seating and reduce extraneous background noises
w
w Provide note taking assistance
w Provide visual cues to present information, (i.e., overheads, drawings, maps, demonstrations, videos, etc.)
w Preview visual cues before presenting during instruction
w Provide notes, outlines and/or summaries of assignments
w Highlight key points and paragraphs
w Highlight or underline directions
w Provide peer tutor/buddy, as appropriate
w Position the speaker to allow for direct line of sight when talking to the student
w Repeat or paraphrase what is said by other students
w Pre-teach and simplify vocabulary before instruction
w